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Effects of Direct Instruction Plus Procedural Facilitation on the Expository Writing of Adolescents with Emotional and Behavioral Disabilities in Residential Schools

Effects of Direct Instruction Plus Procedural Facilitation on the Expository Writing of... EDUCATION AND TREATMENT OF CHILDREN Vol. 37, No. 4, 2014 Mark W. White David E. Houchins Kimberly A. Viel-Ruma Georgia State University Bridget V. Dever Lehigh University Abstract This study investigated the effects of the Expressive Writing (EW) direct instruction curriculum on the expository writing skills of secondary grade students with serious emotional and behavioral disabilities (EBD). The EW program targets writing mechanics, sentence writing, and editing but does not include pre-writing writing instruction. Thus, we investigated the effects of adding a pre-writing procedural facilitator (PF) with EW. Using a repeated-measures quasi-experimental design, we matched and randomly assigned twenty-nine secondary grade students with EBD to one of two treatment groups (1) EW alone or (2) EW plus PF. Students received 11 consecutive weeks of daily 50min instruction. We employed hierarchical growth modeling to analyze nearly 1500 permanent products. Results indicated statistically significant intraindividual writing growth regardless of treatment group. Moreover, the EW plus PF group exhibited faster linear growth (p = .055) across the duration of the intervention. Keywords: emotional and behavioral disabilities, written expression, direct instruction, explicit instruction, procedural facilitation, strategy instruction, adolescents riting is an essential skill for growth and achievement in a number of life http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Effects of Direct Instruction Plus Procedural Facilitation on the Expository Writing of Adolescents with Emotional and Behavioral Disabilities in Residential Schools

Education and Treatment of Children , Volume 37 (4) – Oct 16, 2014

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Publisher
West Virginia University Press
Copyright
Copyright © 2008 the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
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Abstract

EDUCATION AND TREATMENT OF CHILDREN Vol. 37, No. 4, 2014 Mark W. White David E. Houchins Kimberly A. Viel-Ruma Georgia State University Bridget V. Dever Lehigh University Abstract This study investigated the effects of the Expressive Writing (EW) direct instruction curriculum on the expository writing skills of secondary grade students with serious emotional and behavioral disabilities (EBD). The EW program targets writing mechanics, sentence writing, and editing but does not include pre-writing writing instruction. Thus, we investigated the effects of adding a pre-writing procedural facilitator (PF) with EW. Using a repeated-measures quasi-experimental design, we matched and randomly assigned twenty-nine secondary grade students with EBD to one of two treatment groups (1) EW alone or (2) EW plus PF. Students received 11 consecutive weeks of daily 50min instruction. We employed hierarchical growth modeling to analyze nearly 1500 permanent products. Results indicated statistically significant intraindividual writing growth regardless of treatment group. Moreover, the EW plus PF group exhibited faster linear growth (p = .055) across the duration of the intervention. Keywords: emotional and behavioral disabilities, written expression, direct instruction, explicit instruction, procedural facilitation, strategy instruction, adolescents riting is an essential skill for growth and achievement in a number of life

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Oct 16, 2014

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